Compare and contrast a fairy tale and an animated movie that have the same theme. Needs a strong thesis. Provide examples and or quotes from both. Go into depth about how and why they compare and contrast.
Select one poem we have discussed in class or that has been noted on our Unit 1 or 2 course schedules (see list below) that you believe conveys a truth. In your analysis, clearly articulate the truth you believe the poem captures (draw on the poetry vocabulary terms to deepen your analysis). Be sure to convey the relevancy of this “truth” at some point in your paper.
You may also incorporate personal experience or other types of support to demonstrate the relevancy of the truth; however, be mindful of keeping the focus of the paper on the analysis of your selected poem. In other words, do not let the assignment turn into a personal essay. It should primarily be a literary analysis.
Ultimately, this assignment is asking you to advance an issue of theme. Please end your introduction with a developed thesis statement that addresses the prompt.
Requirements:
Thesis at the end of the introduction stating the poem’s “truth”
Use of at least two literary terms from Unit 1 and/or Unit 2
Intro, body, and concluding paragraphs
At least a complete 4 pages. No more than 6 pages.
Works cited (does not count toward page requirements)
MLA format, 8th edition
Submit final draft through Canvas
New poem (do not use the same poem you used for Essay 1, unless selecting the option 2)
List of poems
William Stafford’s “Traveling through the Dark”
William Stafford’s “Ask Me”
Judith Ortiz Cofer’s “Quincenaera”
Theodore Roethke’s “My Papa’s Waltz”
Robert Hayden’s “The Whipping”
William Blake’s “The Chimney Sweeper”
Margaret Atwood’s “Siren Song” (Canvas)
Rita Dove’s “Daystar” (Canvas)
Sylvia Pltah’s “Metaphors”
Rhina Espaillat’s “Bilingual/Bilingue”
Pat Mora’s “Legal Alien” (Canvas)
Scott Momaday’s “Simile”
Elizabeth Bishop’s “One Art”
John Donne’s “Death be not proud”
Dylan Thomas’s “Do not go gently into that good night”
Emily Dickinson’s “Because I could not stop for death”
Kay Ryan’s “Turtle”
Theodore Roethke’s “Root Cellar”
William Blake’s “London”
Claude McKay’s “America”
Paul Laurence Dunbar’s “We Wear the Mask”
Natasha Trethewey’s “White Lies”
Langston Hughes “I, too”
Langston Hughes “Harlem”
Maya Angelou’s “Still I Rise” (Canvas)
Adrienne Rich’s “Aunt Jenifer’s Tigers”
Tami Haaland’s “Lipstick” (Canvas)
Consider this week’s reading from Tugend (“Multitasking”). While the author is writing a report on multitasking, she is also making an argument.
What is her central claim? Give a specific example of her use of comparison, contrast, definition, or classification, and explain how that use helps her make her point. Make a suggestion as to how Tugend could make her argument even more effective.
Prompt: Now that you know how to compose a solid paper from start to finish, tell us about it! Following the guidance in Chapter 44, write a composition that explains how to write a college paper. There is a special challenge here, though – no second person! Do not address your reader. In this paper, you will demonstrate both your understanding of the college writing process and your ability to write using the third person.
Requirements: APA format; 500-700 word
Read the attached document about Contrasting Ideas, then post one or two sentences following the examples in the document, on a controversial topic from your major area, or discipline of study. Remember to use the sentence format provided in the attached sheet.
Now, comment on the following in the sentences your classmates have posted:
Are the sentences clear?
Could they be re-worded for clarity?
Are they compelling?
Do they indicate a clear stance on the issue?
Make sure to follow the guidelines in the Discussion Forum Grading Rubric for what is required of graded group discussions.
Note: This exercise is an excellent way of narrowing down a compelling thesis statement for persuasive papers or convincing arguments!
A thesis statement that identifies the main point or purpose of your essay.
Body (three paragraphs)
Discuss the relevant parts of the issue you’ve explored.
Provide detailed information on your issue through summary, analysis, and synthesis of the two provided articles.
Integrate sources effectively using signal phrases. Be sure to avoid drop quotes, and use proper APA format for in-text citations.
Conclusion (one paragraph)
Revisit or summarize the main points of your essay.
Include your perspective on the issue (optional).
You want to tell other students about a book, concert performance, game, film, television series or episode, artist, or product that you like – or don’t like – in an article that will published in the Valencia Voice. Your purpose is to write a fair review of your subject that will engage and inform your peers. Assume that your audience may not have much knowledge about the subject of the review.
Should include:
-Relevant information about the subject
-Criteria for the evaluation
-A well-supported evaluation
-Attention to the audience’s needs and expectations
-An authoritative tone
-Awareness of the ethics of reviewing
You must use at least two outside sources (other reviews written about your subject) in writing this essay. You will need to cite the sources that you use in the text of your essay
What’s the connection between Plato, Allegory of the Cave and Didion ;On Keeping a Notebook? How does Platos allegory apply to modern times?
After you’ve created a text for the genre shift, you will turn in a Writer’s Statement that aims to inform and persuade an outside audience of the rhetorical savvy of your genre shift. Artist’s Statements (or in our case, a Writer’s Statement) often accompany a work of art and function as descriptions of the art from the artist’s perspective. They allow the creator to put the text in context for its audience. As such, it is both a chance to explain your rhetorical choices and an opportunity to convince your audience that your choices are sound. If you had to present and defend your genre shift to a panel of critiques, what would you say?
Audience:
This Writer’s Statement is a public-facing document. In other words, you are writing for an audience beyond your instructor and even your classmates. Because you are writing for a broader, outside audience, you will need to provide enough context so that your audience understands the significance of your genre shift. After reading your Writer’s Statement, your audience should have a good understanding of the choices you made, why you made them, how they reflect the expectations of your selected genre, and how the choices that you made for your genre shift differ from the choices you made for your text from Module 3.
Task:
You will write a detailed persuasive description, at least 700 words long, where you demonstrate critical thinking about your research process and the rhetorical choices you made while completing this project. You will also include the ways in which your work all semester has informed your choices for this final project.
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